Dr. Douglas D. Karrow

Associate Professor (PhD), Department of Educational Studies

Available for Graduate Advisement

Doug Karrow

Hamilton, ON
Office: HAM9C
905 547 3555 x3614
doug.karrow@brocku.ca

Douglas Karrow has been active in the field of environmental and sustainability education (ESE) throughout his career. He teaches in the Teacher Education, Masters, and Doctoral Programs. Research interests include ESE, i.e., teacher education, curriculum, pedagogy, and policy (provincial, national, and international), the applied philosophy of continental philosophers to education, e.g., Martin Heidegger, and alternative philosophies of education and education theory. He is co-chair of the Canadian Network for Environmental Education and Communication’s (EECOM) Standing Committee on ESE-Teacher Education.

Research interests

  • Environmental and sustainability education (ESE) in Teacher Education and K-12 Education: curriculum, pedagogy, policy: local, national and international perspectives
    • conducting a national survey on the status of ESE in Teacher Education in           Canadian Faculties of Education
    • completing a comparison of national and international ESE practices in Teacher Education
    • integrating ESE with other disciplines, e.g., mathematics education
  • The applied philosophy of Martin Heidegger to Teacher Education
    • investigating the philosophical applications of Being and Time to social theory and teacher education
  • The relationship and implications of the epistemological and ontological dimensions of the mystery/knowledge binary to philosophy of education and education theory

Research and Project Funding

(a) internal grants

  • 2019: Brock Research Initiative Award (RIA) – $2000.00
    • Brock Office Research Services
    • Karrow, D. et al.
    • Assistance with SSHRC-PDG application re-submission
  • 2018: Research Assistantship Grant – $1000.00
    • Research and Development Committee, Faculty of Education
    • Assistance with book publication
  • 2017: Research Assistantship Grant – $1700.00
    • Research and Development Committee, Faculty of Education
    • Assistance with book prospectus
  • 2016: Research Assistantship Grant – $568.33
    • Research and Development Committee, Faculty of Education
    • Book chapter abstract translations
  • 2015: Research Assistantship Grant – $1700.00
    • Research and Development Committee, Faculty of Education
    • Graduate student training: literature review
  • 2014: Research Assistantship Grant – $1700.00
    • Research and Development Committee, Faculty of Education
    • Graduate student training: conference paper publication

(b) external grants

  • 2017: Developing Environmental Education in Canadian – $10,000.00
    • Faculties of Education
    • Toronto Dominion Bank Friend of the Environment Fund.
  • 2016: The Symons Trust Fund for Canadian Studies – $1500.00
    • Manuscript copy-editing
  • 2015: Developing Environmental Education in Canadian – $25,000.00
    • Faculties of Education
    • Toronto Dominion Bank Friends of the Environment Fund.
  • General member of the North American Association for Environmental Education (NAAEE)
  • General member of the Canadian Network of Environmental Education and Communication (EECOM)
  • Co-chair of the Canadian Network for Environmental Education and Communication, Standing Committee of Environmental and Sustainability Education in Teacher Education
  • General member of the Canadian Association for Teacher Education (CATE) of the Canadian Society for Studies in Education (CSSE)
  • General member of the Environmental Education Special Interest Group (SIG) of the American Educational Research Association (AERA)
  • Participating faculty member of the interdisciplinary Environmental and Sustainability Research Centre (ESRC), Brock University

(P) = Primary Authorship (S) = Secondary Authorship

(a). Books

(P) Karrow, D., DiGiuseppe, M. (Eds.). (2019). Environmental and sustainability education: Canadian perspectives. Cham, Switzerland: Springer Nature AG.  (327pages). ISBN: 978-3-030-25015-7.

(P) Karrow, D., DiGiuseppe, M., Elliott, P., Gwekwerere, Y., & Inwood, H. (Eds.). (2016). Canadian perspectives on initial teacher environmental education praxis. Ottawa, ON: Canadian Association for Teacher Education (CATE) (232 pages). ISBN 978-0-9947451-5-6

(P) Karrow, D. (2010). Educating-within-place: Recovering from metaphysics as technicity. Saarbruken, Germany: Lambert Academic Publishing. (203 pages) ISBN 978-3-8383-6565-7

(b). Chapters in Books (Selected)

(P) Karrow, D., DiGiuseppe, M., & Inwood, H. (2019). Environmental and sustainability education in teacher education. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 1-20). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7

(P) Karrow, D., DiGiuseppe, M. (2019). Connecting Canadian preservice teacher environmental and sustainability education with international practices. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 305-320). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7

(S) Sperling, E., Hoeg, D., & Karrow, D. (2019). A syllabus for outdoor and environmental education: Assessing capacities for preservice teachers. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 237-252). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7

(P) Karrow, D. DiGiuseppe, M., Elliott, P., Inwood, H., & Fazio, X. (2019). What should Canadian teachers know? Teacher capacities: knowledge, skills, and dispositions. In D. Karrow & M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives, (pp. 89-110). Cham, Switzerland: Springer Nature AG. ISBN: 978-3-030-25015-7.

(P) Karrow, D., Harvey, S., & Yu, J. (2019). Critical theory’s nod to Heidegger: Contributions of phenomenological ontology to teacher education research. In K. Nolan & J. Tupper (Eds.), Beyond the technical rational: Drawing on social theory for teacher education research, (pp. 243-262). New York, NY: Bloomsbury. ISBN 9784-1-3500-8639-5

(P) Karrow, D. DiGiuseppe, M., Elliott, P., Inwood, H., & Fazio, X. (2016). Initial teacher environmental education capacities. In. M. Hirschkorn & J. Mueller (Eds.), What should Canadian teachers know? Teacher capacities: knowledge, skills, and dispositions, (pp. 162-191).  Ottawa, ON: Canadian Association for Teacher Education (CATE). ISBN 978-0-9947451-6-3

(P) Karrow, D. DiGiuseppe, M., Elliott, P., & Inwood, H. (2016). Introduction to Canadian perspectives on initial teacher environmental education praxis. In D. Karrow, M. DiGiuseppe, P. Elliott, Y. Gwekwerere, & H. Inwood (Eds.), Canadian perspectives on initial teacher environmental education praxis, (pp. 1-16). Ottawa, ON: Canadian Association for Teacher Education (CATE). ISBN 978-0-9947451-5-6

(P) Karrow, D. (2016). Pedagogically succeeding in life: Executing a consequently unprepared program. In N. Ng-A-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible, (pp. 227-234). Florence, KY: Taylor & Francis Group (9 pages).

(S) Fazio, X., & Karrow, D. (2015). The commonplaces of schooling and citizen science. In M. P. Mueller and D. J. Tippins (Eds.), Ecojustice, citizen science and youth activism: Situated tensions for science education, (pp. 179-191). Dordrecht, NLD: Springer Publications (12 pages).

(S) Fazio, X., & Karrow, D. (2014). From local observations to global relationships. In M. P. Mueller, D. J. Tippins, and A. J. Stewart (Eds.), Assessing schools for generation R (responsibility): A guide to legislation and school policy in science education, (pp. 333-346). Dordrecht, NLD: Springer Publications (18 pages).

(c) Journal Articles (Selected)

(P) Karrow, D., & Howard, P. (in-press). Research activities of the Canadian standing committee on environmental and sustainability education in teacher education. Canadian Journal of Environmental Education, 23(1), XX-YY.

(S) Docherty-Skippen, S., Karrow, D., Ahmed, G. (in-press). Pre-service teachers’ attitudes toward teaching science and technology. Brock Journal of Education, XX(Y), ZZ-ZZZ.

(P) Karrow, D., Khan, S., & Fleener, Y. (2017). Mathematics education’s ethical relation with and response to climate change. Philosophy of Mathematics Education Journal. 32(Special Issues on Mathematics Education and the Living World: Responses to Ecological Crisis). ISBN:1465-2978.

(P) Karrow, D., & Fazio, X. (2015): Curricular critique of an environmental education policy: Implications for practice. Brock Journal of Education. 24(2). 88-108.

  • Teacher Education Program
    • EDBE 8P37 Elementary Science Primary/Junior
    • EDBE 8P27 Elementary Science Junior/Intermediate
    • EDBE 8Y43 Teacher as Inquirer
    • EDBE 8N15 Outdoor/Environmental Education
  • Graduate Education Program
    • EDUC 5P92 Introduction to Educational Research
    • EDUC 5P44 Curriculum Design, Implementation and Evaluation
    • EDUC 5P54 Curriculum Design to Develop Thinking Abilities
    • EDUC 5Q97 Culminating Seminar
    • EDUC 5P98 Independent Study
    • EDUC 5D91 Major Research Paper
    • EDUC 5K95 Thesis
  • PhD Program
    • EDUC 7P69 Research Colloquium
    • EDUC 7P51 Specialization Elective
    • EDUC 7D80 Comprehensive Portfolio
    • EDUC 7Z90 PhD Dissertation